Evolving Patterns of Ethnic Segregation in English Schools: A Decomposition Analysis

ABSTRACT The proportion of ethnic minority pupils in English schools has seen a marked increase since the 2000s, now comprising about a third of the state school population. This demographic shift, influenced by factors like birth rates, immigration, and age structures, has significantly diversified the ethnic and linguistic landscape in schools. This paper seeks to understand the effect of this change on ethnic segregation in schools, particularly considering the complex interplay of demographics, residential patterns, and education policies. Despite common perceptions of increasing segregation, research suggests a more nuanced reality. This study aims to provide a comprehensive analysis of ethnic segregation trends in English schools over the past two decades, focusing on multi‐group and multi‐scale perspectives. Employing the decomposable entropy‐based measures, the research examines how evolving demographics affect segregation patterns. Findings reveal a general decline in between‐school segregation, with notable geographical variations. London shows decreased statistical segregation at the school level. In contrast, areas like Yorkshire maintain persistently high levels of ethnic segregation. The study also scrutinises the effect of education reforms like academisation, indicating minimal changes in ethnic composition during conversion to academies, yet highlighting some academies' less representative ethnic makeup compared to other schools. This paper contributes to the understanding of ethnic segregation in education, highlighting the complexities and regional disparities, and challenges prevailing notions by showcasing the multifaceted nature of ethnic diversity and segregation in English schools.